Identity and the SelfIdentity and the SelfAim: To begin exploring the codes that make us who we are and which we use to express identity

Consider these two points of Consider these two points of view – which approach do you view – which approach do you find yourself in most find yourself in most agreement with?agreement with?“I am who I am because of the time and

place I was born and the culture I was raised in. My family gave me a set of values and so has my town, my religion, my community and my country. Add these all up and that’s who I am”

“I have got an identity – at least my friends seem to think so, but I’m not really sure who I am. I know that I’m more like some people than others, but this changes as I try out new identities. I don’t really want to take on an identity if it means I can’t be different when I want to be”

First ApproachFirst Approach“I am who I am because of the time and

place I was born and the culture I was raised in. My family gave me a set of values and so has my town, my religion, my community and my country. Add these all up and that’s who I am”

This view sees identity as a product of culture – we are fashioned by social and cultural forces together with a sort of genetic blueprint which moulds us into the individuals we are.

Second ApproachSecond Approach“I have got an identity – at least my friends

seem to think so, but I’m not really sure who I am. I know that I’m more like some people than others, but this changes as I try out new identities. I don’t really want to take on an identity if it means I can’t be different when I want to be”

This view has a different take on the relationship between culture and the individual. Here, culture provides a set of resources which we are free to use in the construction of our own identity. Rather than being fixed into place by powerful forces, identity is more like a butterfly.

The DebateThe DebateNeither is right or wrong

They represent two sides of a debate over the nature of identity

Components of IdentityComponents of Identity

CareerPolitical viewsReligious beliefsRelationshipsEthnic identityPersonalityBody image

SELFSELF

All the Characteristics of the Person

Self-concept: everything the person believes to be true about him/herself

Includes traits, preferences, social roles, values, beliefs, interests, self-categorization

Self-understanding develops throughout the lifespan

Self-Awareness in InfancySelf-Awareness in InfancyDot-of-rouge experimentRecognize selves in mirror at 15-

18 months15-23 months

◦Personal pronoun use◦Picture recognition◦Self-referencing, ownership, self-

monitoring

Self in Early ChildhoodSelf in Early ChildhoodConfusion of self, mind, and bodyConcrete descriptionsPhysical descriptionsActivities – what they doOverestimation of abilities

Self – Middle & Late ChildhoodSelf – Middle & Late Childhood

Shift to internal traits and abilities

Social role descriptionsReal and ideal selvesMore realistic about abilities

Perspective TakingPerspective TakingOpposite of egocentrism – the

ability to assume another’s perspective

Children who are good at this are popular

Development progresses through stages (Selman)

Self in AdolescenceSelf in AdolescenceAbstract-idealisticSelf-conscious/ preoccupiedContradictions within selfFluctuating picture across

time/situationsPossible selvesSelf-integrations as they get

older

Self in AdulthoodSelf in AdulthoodSelf-awareness (emotional

intelligence)◦Accept own good and bad qualities

Possible selves become more realistic

Life review – evaluation of successes & failures; more likely as you get older

Self-ConceptSelf-ConceptThis is the idea we have of

ourselves as individuals

Consists of 3 elements- SELF IMAGE- IDEAL SELF- SELF-ESTEEM

Self-Worth/imageSelf-Worth/image

◦Meaning

◦Purpose

◦Living up to your identity & your destiny

Activity – The Ideal SelfActivity – The Ideal SelfThe ideal self is the kind of person you would like

to be

Think about the 3 designations:- Intellectual Self- deals with your intelligence

and your ability to make good decisions- Emotional Self- deals with your emotions

and how you deal with them and also your self-esteem

- Bodily Self- has to do with your body and how good you take care of it

Sum up the ideal male or female according to society or the media. How far is your ideal self similar or different to these?

The Ideal Self The Ideal Self An easier concept in theory that is in in practice

Trying to probe the Ideal Self in any kind of public context results in gatekeeping: we filter out information that could cause negative perceptions

Usually get role models and the ideal self confused

Activity – Role ModelsActivity – Role ModelsWho are your role models and

heroes/heroines? What qualities do you admire in them? If you would like to be more like these people, what more than their success (money, fame, adulation etc) do you want?

Self-Esteem: What is it?Self-Esteem: What is it?Evaluative part of the self-concept

◦emotionalDifference between the real and ideal self

◦Have you realized your potential?◦Do you value the trait, but have little

potential?◦Ideal self includes the “ought” and the “wish”

selvesMeasure of our sense of meaning in life

◦This includes purpose◦Self-respect (Have you lived up to who you

are?)

Self-Esteem: What is it?Self-Esteem: What is it?Influenced by the reactions of

others◦Generalized other, great ubiquitous

“they”People are susceptible to flatteryIt is tougher to accept criticism

Self-Esteem: What is it?Self-Esteem: What is it?Self-serving bias

◦Overrate ourselves◦Blame our failures◦Claim our victories◦As a rule, only depressed people truly have

low self-esteem

What’s the problem?What’s the problem?

“Why is being wrong so socially traumatic to students?”

The Self-Esteem MovementThe Self-Esteem MovementPropagated primarily in the educational system

Curricula aimed at increasing students’ self-esteem

Everyone born after 1970…

Focus has been on increasing self-esteem that is not rooted in reality

Researchers now suggesting that students need to be able to identify their talents

The Psychology of Self-Esteem Branden (1969)

What Was Taught What Was Taught

“Keep your head up, feel good about yourself” vs. “take responsibility for your work”. Forsyth et al (2007)

“You can do anything!”

No use of the word “failure”

Everyone got all good grades, doing little work

Unrealistic expectations of success

Students report being bored in class

What Resulted: What Resulted: AttitudesAttitudes

“Being happy is the most important thing”

We should always feel good about ourselves

What Resulted: AttitudesWhat Resulted: Attitudes

Carol Dweck’s research

Effort is considered a sign of stupidity

When children are told that they are smart, they choose an easier task.

Panic when they are challenged orthink they are engaging in “a lot of effort”.

Result – Confused ParentsResult – Confused ParentsEncouraged delicate handling of childrenShielded them from negative emotions,

criticismPraised kids regardless of what they did

Carol Dweck’s researchParents often think that helping their kids build

self-esteem is done by shielding them from criticism and praising their talents

Protecting kids from hurt, failure, criticism, & disappointment has made them more

vulnerable

What Resulted - BehaviorsWhat Resulted - Behaviors

“We’ve created college students who are woefully vulnerable to pinpricks”

Students seem to be incapable of handling negative feedback.

What Self-esteem Cannot Do?What Self-esteem Cannot Do?

Improve school performanceImprove social relationshipsGuarantee good leadershipPrevent risky behavior such as

drinkingPromote health

ReferencesReferencesWikipediaGoogle